From Lost in a Bathroom to Independent(ish) Traveler
Mar 03, 2020
Every day as Orientation and Mobility (O&M) specialists, we step into a world of unique challenges and endless possibilities. Our goal is to empower individuals with visual impairments to navigate their environments independently, confidently, and safely. Today, I want to share a story and some insights that could transform how we approach students struggling with spatial awareness, especially those with multiple impairments or neurological challenges.
Imagine working with a student who finds themselves lost—confused, overwhelmed, and unsure how to regain their footing. It’s not an uncommon experience, but it can be daunting. One of my students faced this exact situation, and her journey from feeling trapped in a restroom to confidently navigating her school building offers powerful lessons for all of us.
The Challenge
This particular student had significant difficulties with spatial awareness, stemming from both neurological and visual impairments. On the second day of school, she found herself lost in a restroom stall, unable to locate her cane, open the latch, or find her way out despite verbal prompts. It was a poignant moment that underscored the importance of developing comprehensive strategies tailored to her unique needs.
It also highlighted a broader trend we’re seeing: an increase in students with complex needs due to advancements in medicine, a growing awareness of disabilities, and changing demographics. These students require specialized, adaptive teaching methods to build the skills they need to travel independently.
Strategies That Worked
Helping this student become independent wasn’t a quick fix—it required a well-structured plan, consistent effort, and collaboration. Here are some key strategies that made a difference:
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Backward Chaining
Instead of focusing solely on the destination, we worked backward, teaching her step-by-step what she needed to do at each stage of her route. By starting with the endpoint and building confidence gradually, she was able to internalize the sequence of steps. -
Layered Prompts
Verbal prompts are often helpful, but they’re not always enough. I incorporated tactile and visual supports, such as maps and tactile symbols, to reinforce spatial understanding. Over time, I faded these prompts to promote independent decision-making. -
Co-Creation of Materials
We worked together to create Braille labels and tactile maps for her routes. This not only helped her learn but also gave her a sense of ownership over the process, boosting her confidence and engagement. -
Repetition and Generalization
Consistent practice was key. We revisited routes repeatedly, ensuring she could generalize her skills to other settings. By the end of the year, she could travel independently in familiar areas and navigate new environments with minimal support.
Why This Matters
As O&M specialists, we’re not just teaching skills—we’re fostering independence, confidence, and a sense of agency. Students with spatial awareness challenges or multiple impairments may take longer to reach these milestones, but their progress is no less rewarding.
What’s more, the strategies we develop for one student can often be adapted for others. Whether it’s backward chaining, co-creating materials, or integrating different types of prompts, these approaches can make a significant impact across the board.
Final Thoughts
As we navigate this journey together, let’s remember that progress, no matter how small, is worth celebrating. Each step our students take toward independence is a victory—not just for them, but for everyone involved in their journey.
Let’s continue to support one another, share our successes, and stay curious about new ways to empower our students. Together, we’re shaping a future where every student has the tools and confidence to explore their world independently.
LINKS:
IOMOS Priority List
Clarity Workshop
TVI Symposium
Lesson Plan
If you’d like full access to all my FREE lesson plans that I use to help my students travel independently, then click below.
